BSBCMM401 Learner Workbook V1.1 - Shortened Version - TMSS

ASSESSMENT COVER SHEET
Family name Given name(s)
Student ID Trainer’s name
Class day/time  Cer IV B 1(Wed, Thu 08.30-16.30)

 Cer IV B 2 (Mon, Tue 17.00-21.00 &Wed 08.30-16.30)
Course name Certificate IV in Business

Unit code and name BSBCMM401 Make a presentation (07/01/19 – 18/01/19)
Assessment type Assignment  Other  Please specify
Please tick one box
Assessment # Attempt # Due date: 18/01/2019
Declaration
I certify that:
This assessment is my own work, based on my personal study and/or research;
I have acknowledged all material and sources used in the preparation of this assessment; including any material generated in the course of my employment;
If this assessment was based on collaborative preparatory work, as approved by the teachers of the unit, I have not submitted substantially the same final
version of any material as another student;
Neither the assessment, nor substantial parts of it, have been previously submitted for assessment in this or any other institution;
I have not copied in part, or in whole, or otherwise plagiarized the work of other students; I have read and I understand the criteria used for assessment;
The use of any material in this assessment does not infringe the intellectual property/ copyright of the third party;
I take full responsibility for the correct submission of this assessment in the appropriate place with the correct cover sheet.
Signature Date
This coversheet is for use with all assessments submitted.
Assessment Feedback
RESULT/DATE
Good things in this work
Areas for improvement in this work
See me in class
Comments on language message
(time and
Tips for the next assessment DD/MM/YYYY)
Academic support recommendations
ASSESSMENT COVER SHEET V4.0 December 2018 Next review: December 2019 Updated by: Admin
BSBCMM401
Make a presentation
Learner Workbook
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Contents
Assessment instructions................................................................................................................5
Assessment requirements.............................................................................................................8
Candidate Details.............................................................................................................................9
Assessment – BSBCMM401: Make a presentation........................................................................9
Observation/Demonstration..........................................................................................................10
Third Party Guide............................................................................................................................11
Third party details (required information from the learner)........................................................11
Case Studies...................................................................................................................................12
Case Study A – Conflict management..........................................................................................12
Case Study B – Effectiveness of presentation..............................................................................13
Case Study C – Presentation regulations.....................................................................................13
Activities.........................................................................................................................................14
Activity 1A....................................................................................................................................14
Activity 1A checklist – for assessor..............................................................................................15
Activity 1B....................................................................................................................................16
Activity 1B checklist – for assessor..............................................................................................17
Activity 1C....................................................................................................................................18
Activity 1C checklist – for assessor...............................................................................................19
Activity 1D....................................................................................................................................20
Activity 1D checklist – for assessor..............................................................................................21
Activity 1E....................................................................................................................................22
Activity 1E checklist – for assessor...............................................................................................23
Activity 2A....................................................................................................................................24
Activity 2B....................................................................................................................................26
Activity 2C....................................................................................................................................28
Activity 2D....................................................................................................................................30
Activity 2D checklist – for assessor..............................................................................................31
Activity 2E....................................................................................................................................32
Activity 2E checklist – for assessor...............................................................................................33
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Activity 2F....................................................................................................................................34
Activity 2F checklist – for assessor...............................................................................................35
Activity 3A....................................................................................................................................36
Activity 3B....................................................................................................................................38
Activity 3C....................................................................................................................................40
Summative Assessments................................................................................................................42
Section A: Skills Activity...............................................................................................................43
Summative Assessments: Section A checklist..............................................................................45
Section B: Knowledge Activity (Q & A).........................................................................................46
Summative Assessments: Section B checklist..............................................................................47
Section C: Performance Activity...................................................................................................48
Summative Assessments: Section C checklist..............................................................................49
Documentation – for learner..........................................................................................................50
Documents Obtained Checklist [workplace, research or online (where applicable)]..................50
Supplementary Oral Questions (optional) – for assessor................................................................51
Competency record to be completed by assessor...........................................................................54
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Instructions to Learner
Assessment instructions
Overview
Prior to commencing the assessments, your trainer/assessor will explain each assessment task and
the terms and conditions relating to the submission of your assessment task. Please consult with
your trainer/assessor if you are unsure of any questions. It is important that you understand and
adhere to the terms and conditions, and address fully each assessment task. If any assessment task
is not fully addressed, then your assessment task will be returned to you for resubmission. Your
trainer/assessor will remain available to support you throughout the assessment process.
Written work
Assessment tasks are used to measure your understanding and underpinning skills and knowledge of
the overall unit of competency. When undertaking any written assessment tasks, please ensure that
you address the following criteria:
 Address each question including any sub-points
 Demonstrate that you have researched the topic thoroughly
 Cover the topic in a logical, structured manner
 Your assessment tasks are well presented, well referenced and word processed
Active participation
It is a condition of enrolment that you actively participate in your studies. Active participation is
completing all the assessment tasks on time.
Plagiarism
Plagiarism is taking and using someone else's thoughts, writings or inventions and representing them
as your own. Plagiarism is a serious act and may result in a learner’s exclusion from a course. When
you have any doubts about including the work of other authors in your assessment, please consult
your trainer/assessor. The following list outlines some of the activities for which a learner can be
accused of plagiarism:
 Presenting any work by another individual as one's own unintentionally
 Handing in assessments markedly similar to or copied from another learner
 Presenting the work of another individual or group as their own work
 Handing in assessments without the adequate acknowledgement of sources used, including

assessments taken totally or in part from the internet.
If it is identified that you have plagiarised within your assessment, then a meeting will be organised
to discuss this
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with you, and further action may be taken accordingly.
Collusion
Collusion is the presentation by a learner of an assignment as their own that is, in fact, the result in
whole or in part of unauthorised collaboration with another person or persons. Collusion involves
the cooperation of two or more learners in plagiarism or other forms of academic misconduct and,
as such, both parties are subject to disciplinary action. Collusion or copying from other learners is
not permitted and will result in a “0” grade and NYC.
Assessments must be typed using document software such as (or similar to) MS Office. Handwritten
assessments will not be accepted (unless, prior written confirmation is provided by the
trainer/assessor to confirm).
Competency outcome
There are two outcomes of assessments: S = Satisfactory and NS = Not Satisfactory (requires more
training and experience).
Once the learner has satisfactorily completed all the tasks for this module the learner will be
awarded “Competent” (C) or “Not yet Competent” (NYC) for the relevant unit of competency.
If you are deemed “Not Yet Competent” you will be provided with feedback from your assessor and
will be given another chance to resubmit your assessment task(s). If you are still deemed as “Not Yet
Competent” you will be required to re-enrol in the unit of competency.
Additional evidence
If we, at our sole discretion, determine that we require additional or alternative
information/evidence in order to determine competency, you must provide us with such
information/evidence, subject to privacy and confidentiality issues. We retain this right at any time,
including after submission of your assessments.
Confidentiality
We will treat anything, including information about your job, workplace, employer, with strict
confidence, in accordance with the law. However, you are responsible for ensuring that you do not
provide us with anything regarding any third party including your employer, colleagues and others,
that they do not consent to the disclosure of. While we may ask you to provide information or
details about aspects of your employer and workplace, you are responsible for obtaining necessary
consents and ensuring that privacy rights and confidentiality obligations are not breached by you in
supplying us with such information.
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Assessment appeals process
If you feel that you have been unfairly treated during your assessment, and you are not happy with
your assessment and/or the outcome as a result of that treatment, you have the right to lodge an
appeal. You must first discuss the issue with your trainer/assessor. If you would like to proceed
further with the request after discussions with your trainer/assessor, you need to lodge your appeal
to the course coordinator, in writing, outlining the reason(s) for the appeal.
Recognised prior learning

Candidates will be able to have their previous experience or expertise recognised on request.
Special needs
Candidates with special needs should notify their trainer/assessor to request any required
adjustments as soon as possible. This will enable the trainer/assessor to address the identified needs
immediately.
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Assessment requirements
Assessment can either be:
 Direct observation
 Product-based methods e.g. reports, role plays, work samples
 Portfolios – annotated and validated
 Questioning
 Third party evidence.
If submitting third party evidence, the Third Party Observation/Demonstration document must be
completed by the agreed third party.
Third parties can be:

 Supervisors
 Trainers
 Team members
 Clients
 Consumers.
The third party observation must be submitted to your trainer/assessor, as directed.
The third party observation is to be used by the assessor to assist them in determining competency –
it is not compulsory for assessment, however, and is to be used at the assessor’s discretion where
required.
The assessment activities in this workbook assess aspects of all the elements, performance criteria,
skills and knowledge and performance requirements of the unit of competency.
To demonstrate competence in this unit you must undertake all activities (formative and summative)
in this workbook and have them deemed satisfactory by the assessor. If you do not answer some
questions or perform certain tasks, and therefore you are deemed to be Not Yet Competent, your
trainer/assessor may ask you supplementary questions to determine your competence. Once you
have demonstrated the required level of performance, you will be deemed competent in this unit.
Should you still be deemed Not Yet Competent, you will have the opportunity to resubmit your
assessments or appeal the result.
As part of the assessment process, all learners must abide by any relevant assessment policies as
provided during induction.
If you feel you are not yet ready to be assessed or that this assessment is unfair, please contact your
assessor to discuss your options. You have the right to formally appeal any outcome and, if you wish
to do so, discuss this with your trainer/assessor.
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Candidate Details
Assessment – BSBCMM401: Make a presentation
Please complete the following activities and hand in to your trainer/assessor for marking. This forms
part of your assessment for BSBCMM401: Make a presentation.
Name: _____________________________________________________________
Address: _____________________________________________________________
_____________________________________________________________
Email: _____________________________________________________________
Employer: _____________________________________________________________
Declaration
I declare that no part of this assessment has been copied from another person’s work with the
exception of where I have listed or referenced documents or work and that no part of this
assessment has been written for me by another person. I also understand the assessment
instructions and requirements and consent to being assessed.
Signed: ____________________________________________________________
Date: ____________________________________________________________
If activities have been completed as part of a small group or in pairs, details of the learners
involved should be provided below:
This activity workbook has been completed by the following persons and we acknowledge that it
was a fair team effort where everyone contributed equally to the work completed. We declare that
no part of this assessment has been copied from another person’s work with the exception of where
we have listed or referenced documents or work and that no part of this assessment has been
written for us by another person.
Learner 1: ____________________________________________________________
Signed: ____________________________________________________________
Learner 2: ____________________________________________________________
Signed: ____________________________________________________________
Learner 3: ____________________________________________________________
Signed: ____________________________________________________________
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Observation/Demonstration
Throughout this unit, you will be expected to show your competency of the elements through
observations or demonstrations. Your trainer/assessor will have a list of demonstrations you must
complete or tasks to be observed. The observations and demonstrations will be completed as well as
the activities found in this workbook.
Please note that observations are not compulsory for assessment. They are for use at the assessor’s
discretion. They should be used only where observation is required for judging the learner’s
competency (i.e. a practical or performance task), or where the learner requires a reasonable
adjustment (e.g. they are unable to complete a written task due to impairment or a disability).
Observation checklists have been included for all performance criteria in the Observations and
Demonstrations Checklists document, but the assessor only needs to record evidence in this
document if they deem it necessary to judge competency for that particular activity.
An explanation of observations and demonstrations:
Observation is on-the-job
The observation will usually require:
 Performing a work-based skill or task
 Interaction with colleagues and/or customers.
Demonstration is off-the-job
A demonstration will require:
 Performing a skill or task that is asked of you
 Undertaking a simulation exercise.
Your trainer/assessor will inform you of which one of the above they would like you
to do. The observation/demonstration will cover one of the unit’s elements.
The observation/demonstration will take place either in the workplace or the

training environment, depending on the task to be undertaken and whether it is an
observation or demonstration. Your trainer/assessor will ensure you are provided
with the correct equipment and/or materials to complete the task. They will also
inform you of how long you have to complete the task.
You should be able to demonstrate the skills, knowledge and performance criteria required for
competency in this unit, as seen in the Learner Guide.
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Third Party Guide
You should supply details of the third party to the assessor before you commence the activities (see
below), unless the assessor has already selected a third party themselves. The assessor can then
contact the third party in instances where they require more evidence to determine competency, or
they cannot observe certain tasks themselves.
The reasons to use a third party may include:

 Assessment is required in the workplace
 Where there are health and safety issues related to observation
 Patient confidentiality and privacy issues are involved.
If you are not employed, or able to complete demonstrative tasks in the workplace, you will need to
inform the assessor. They will be able to provide you with a simulated environment in which to
complete these tasks.
We would prefer that, wherever possible, these be “live” issues for your industry and require
application of the principles that you are learning as part of your training. Where this is not possible,
you and your third party should simulate the activity tasks and demonstrations that you believe
would be likely to arise in your organisation or job role.
Third party evidence can also be used to provide “everyday evidence” of tasks included in your work
role that relate to the unit of competency but are not a part of the formal assessment process.
The third party is not to be used as a co-assessor – the assessor must make the final decision on
competency themselves.
Documents relevant to collection of third party evidence are included in the Third Party section in
the Observations/Demonstrations document.
Third party details (required information from the learner)

A third party may be required for observations or demonstrations; please provide details below of
your nominated third party and obtain their signature to confirm their agreement to participate. This
information will be required by your trainer/assessor in advance of arranging any future
observations or demonstrations.
Third party name: ______________________________________________________________
Position of third party: ______________________________________________________________
Telephone number: ______________________________________________________________
Email address: ______________________________________________________________
Declaration for nominated third party

I declare my intention to act as third party for (learner’s name here) __________________________
Third party signature: _____________________________________ Date: ___________________
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Case Studies
Case Study A – Conflict management

Staff members at a community centre have issued concerns to their manager about their experience
of violence in the workplace from members of the public. There are nine individuals employed by
the centre, and there have been five incidents of violence against employees over the past three
months, two of which have resulted in injuries.
The community centre has been open for over twenty years, and is used for multiple purposes, such
as holding community meetings and debates, running youth clubs, holding events, and running help
and support groups, such as for alcohol, drugs and domestic violence.
The manager of the centre, Katrina, amongst taking other actions, has decided to arrange for the
employees to take part in conflict management and self-defence training. This will involve two
individuals from a specialist company called PROtectYourself coming to the workplace and delivering
a presentation followed by coordinating practical exercises. Their names are Gerry and Matthew.
In advance of the session, Katrina has provided the following information to Gerry
and Matthew:
 The employee ages range from eighteen to fifty-nine
 Eight of the individuals speak fluent English, while one individual is of

Aboriginal descent and speaks English to a moderate level
 All employees have a good level of education
 One employee has a bad back, while another has a painful ankle following a
workplace incident
 All employees will sign forms agreeing to take part
 They will have access to a computer and monitor with a pointer to deliver
the presentation
 There is plenty of space to run practical exercises, although equipment will

be required.
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Case Study B – Effectiveness of presentation
A large retail store had received numerous complaints regarding members of staff. Staff members
were regularly perceived as rude and unhelpful by customers, such as during telephone calls and
when asked to help them to find products. The store manager decided to arrange a presentation to
be delivered by a customer service specialist, Suzanne.
Suzanne talked through various important aspects during the presentation in an attempt to improve
the attitude and performance of workers. However, of the twenty-five members of staff who
attended the presentation, only four sent back the feedback forms which were handed out at the
end. Suzanne had asked the attendees to return them to a given address by post, or scan them onto
a computer and email them back.
Case Study C – Presentation regulations

Darren is a product developer at a company which produces and sells a range of electronic gadgets
to stores and wholesalers. He has recently been working on a new a high-tech speaker system, and
has had prototypes developed. Darren has been asked to deliver a presentation to senior
management figures to showcase the product and its features.
He has been informed about the following organisational obligations and

requirements relevant to presentations:
 Sufficient time should be taken to prepare the presentation
 The presentation should be professional in nature and use language suitable

to the audience
 Make sure that information is shared in a concise manner
 Make sure that the presentation is visual – avoiding reading chunks of text
from the screen
 Avoid reading from bits of paper – try to memorise the key pieces of
information
 Ensure that attendees can see what you are doing when giving a
demonstration.
Activities
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Complete the following activities individually or in a group (as applicable to the specific activity
and the assessment environment).
Activity 1A
Estimated Time 30 Minutes
Objective To provide you with an opportunity to plan and document presentation
approach and intended outcomes.
Refer to Case Study A
You are one of the employees working for the conflict management company.
Create a one-page plan which outlines the approach you would take to deliver
the presentation and the intended outcomes.
Attach this to your workbook as evidence of completion.
The presentation will be made to demonstrate some self-defense tactics to

other employees who may be attacked in community centers.
The presentation will be made in the auditory of the Center and will have the
following structure:
Personal Defense - What is it?

Personal defense, or self-defense, can be defined as a set of methods and
techniques of hand-to-hand combat that aim at protecting one's physical
integrity in situations of risk and violence.
Self-defense
Self Defense - The Training
Personal defense classes should be based on simulations of real situations, so as
to get as close to a possible aggression as possible, but taking care that no one
gets hurt. The technique must be trained and simulated dozens, or even
hundreds, of times, so that it leaves naturally and fast in the hour of need.
For each type of aggression, several defense options must be trained, so that
the person can choose what is easiest for him and what fits best in a given
situation. The student should train standing, sitting, lying down; front, side,
back; against one or more perpetrators; armed or not. All forms of aggression
that we may encounter one day must be trained in class, so that there is a
specific and efficient technique for each of these cases.
Self Defense - The Training

Krav Maga is the only technique recognized worldwide as self-defense, or self-
defense, not martial art. It is composed of techniques and philosophy that seek
the personal protection of the practitioner, without imposing rules or
limitations for this. Everything is valid when we need to save our lives.
The Krav Maga is for everyone: strong, weak, man, woman, young, adult,
elderly, tall, short, thin, fat, athletic and sedentary. Everyone has the right to
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defend themselves and that is exactly what the Krav Maga offers. The
techniques are simple, fast and objective. They are based on the natural
movements of the human being and do not require much force or elongation in
the execution of their movements. Their blows reach sensitive / vital points on
the aggressor's body, such as eyes, throat, and genital area. In this way, we have
been able to defend ourselves against a bigger, stronger and better armed
person than we are.
Krav Maga classes include a warm-up, with aerobics, strength and flexibility,
and the technique of self-defense. Basically, each class brings a new defense
against a new type of attack, so that the student learns to defend himself
against more and more variations of aggressions that he may encounter on the
street.
Activity 1A checklist – for assessor

This should be used by the trainer/assessor to document the learner’s skills, knowledge and
performance as relevant to the unit activity. Indicate in the table below if the learner is deemed
satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
Date(s) of assessment
Has the activity been answered and performed fully, as required to assess the Yes No
competency of the learner?
(Please circle)
Has sufficient evidence and information been provided by the learner for the Yes No
activity?
(Please circle)
Comments
Provide your comments here:
The learner’s
Not yet satisfactory Satisfactory
performance was:
If not yet satisfactory, date for reassessment:
Feedback to learner:
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Assessor’s name
Assessor’s signature
Activity 1B
Objective To provide you with an opportunity to choose presentation strategies, format
and delivery methods that match the characteristics of the target audience,
location, resources and personnel needed.
1. When determining which delivery strategies are best for a client group,
what questions should you ask yourself? Provide three examples.
stimulate your imagination?

inspire your confidence?
develop your understanding?
2. Refer to Case Study A
Consider the following questions and adjust the plan you created in Activity
1A to ensure your presentation and delivery methods meet these needs:
 Who is the target group?

Members at a community centre. The employee ages range from
eighteen to fifty-nine.
 What are their characteristics or needs?

Eight of the individuals speak fluent English, while one individual is of
Aboriginal descent and speaks English to a moderate level
All employees have a good level of education
One employee has a bad back, while another has a painful ankle
following a workplace incident
 Where is the location and what space is available?

Community center gym. There is plenty of space to run practical
exercises, although equipment will be required.
 What resources are available and required?

Surveys, All employees will sign forms agreeing to take part. They will have
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access to a computer and monitor with a pointer to deliver the presentation
Activity 1B checklist – for assessor

(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Assessor’s name
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Activity 1C
Objective To provide you with an opportunity to select presentation aids, materials and
techniques that suit the format and purpose of the presentation, and will
enhance audience understanding of key concepts and central ideas.
1. What are the three main learning styles? Provide one example for each as to
how these can enhance audience understanding.
Auditory, Visual and Tactile
If you are an auditory learner, you learn by hearing and listening. You
understand and remember things you have heard. You store information by
the way it sounds, and you have an easier time understanding spoken
instructions than written ones. You often learn by reading out loud because
you have to hear it or speak it in order to know it.
As an auditory learner, you probably hum or talk to yourself or others if you

become bored. People may think you are not paying attention, even though
you may be hearing and understanding everything being said.
Here are some things that auditory learners like you can do to learn better.
Sit where you can hear.

Have your hearing checked on a regular basis.
Use flashcards to learn new words; read them out loud.
If you are a visual learner, you learn by reading or seeing pictures. You
understand and remember things by sight. You can picture what you are
learning in your head, and you learn best by using methods that are
primarily visual. You like to see what you are learning.
As a visual learner, you are usually neat and clean. You often close your eyes
to visualize or remember something, and you will find something to watch if
you become bored. You may have difficulty with spoken directions and may
be easily distracted by sounds. You are attracted to color and to spoken
language (like stories) that is rich in imagery.
Here are some things that visual learners like you can do to learn better:
Sit near the front of the classroom. (It won't mean you're the teacher's pet!)
Have your eyesight checked on a regular basis.
Use flashcards to learn new words.
As a tactile learner, you like to take things apart and put things together,
and you tend to find reasons to tinker or move around when you become
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bored. You may be very well coordinated and have good athletic ability. You
can easily remember things that were done but may have difficulty
remembering what you saw or heard in the process. You often
communicate by touching, and you appreciate physically expressed forms of
encouragement, such as a pat on the back.
Here are some things that tactile learners like you can do to learn better:
Participate in activities that involve touching, building, moving, or drawing.

Do lots of hands-on activities like completing art projects, taking walks, or
acting out stories.
It's OK to chew gum, walk around, or rock in a chair while reading or
studying.
In no more than 100 words, outline the presentation aids and materials
which you may require to enhance audience understanding of key concepts
and central ideas. This can refer to both the presentation and practical
exercises.
Almost all presentations can be enhanced by the effective use of visual aids.
These can include handouts, overhead transparencies, drawings on the
whiteboard, PowerPoint slides, and many other types of props. Visual aids
are an important nonverbal aspect of your speech that you can control.
Once you have chosen a topic, you need to consider how you are going to
show your audience what you are talking about.
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Activity 1C checklist – for assessor
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
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Assessor’s name
Activity 1D
Objective To provide you with an opportunity to brief others involved in the presentation
on their roles/responsibilities within the presentation.
Working with another learner, or with the assessor; take on the roles of Gerry
and Matthew. (This activity will be directed by the assessor.)
If working with another learner:

Compare the plans that you created regarding how to deliver the presentation
to the employees. Combine your two plans to come up with a singular strategy
and approach.
Or
If working with the assessor:
You must go through your plan and explain your strategy and approach for
delivery and seek agreement on how this should be presented.
Come to an agreement on the roles and responsibilities which you will both take
during the presentation.
A signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.
Here are just a few communications approaches that will help you effectively
reach your employees and encourage behaviors that advance your strategy and
improve your results.
1. Keep the message simple, but deep in meaning.

Most organizations have a deeper meaning as to why they exist. This tends to
influence strategy, decision-making and behaviors at executive levels, but often
isn’t well articulated for employees. What you call it doesn’t matter, your
purpose, your why, your core belief, your center. What does matter is that you
establish its relevance with employees in a way that makes them care more
about the company and about the job they do. It should be at the core of all of
your communications, a simple and inspiring message that is easy to relate to
and understand. Strategy-specific messages linked to your purpose become
tools to help employees connect their day-to-day efforts with the aspiration of
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the company.
2. Build behavior based on market and customer insights

For employees to fully understand how your strategy is different and better
than the competition they need to be in touch with market realities. The
challenge is in how to effectively convey those realities so that your people can
act on them. By building internal campaigns based on market and customer
insights, you bring your strategy to life for your employees through this
important lens. Package your content so that it can be shared broadly with all
departments in your organization, but in a hands-on way. Expose managers first
then provide them with easy-to-implement formats for bringing their teams
together, with toolkits that include all the materials they’ll need. The purpose is
to encourage their teams to develop department-specific responses, and to
generate new ideas and new behaviors based on what they’ve learned.
3. Use the discipline of a framework.

Not all messages are created equal. They need to be prioritized and sequenced
based on their purpose. I suggest using an Inspire/Educate/Reinforce
framework to map and deliver messages on an annual basis.
Inspire. Messages that inspire are particularly important when you are sharing a
significant accomplishment or introducing a new initiative that relates to your
strategy. The content should demonstrate progress against goals, showcase
benefits to customers, and be presented in a way that gets attention and signals
importance. The medium is less important than the impression that you want to
leave with employees about the company. Whether you’re looking to build
optimism, change focus, instill curiosity, or prepare them for future decisions,
you’ll have more impact if you stir some emotion and create a lasting memory.
Educate. Once you’ve energized your team with inspiring messages, your
explanations of the company’s strategic decisions and your plans for
implementing them should carry more weight. To educate your teams most
effectively on the validity of your strategy and their role in successful execution,
make sure you provide job-specific tools with detailed data that they can
customize and apply in their day-to-day responsibilities. It is most important for
these messages to be delivered through dialogues rather than monologues, in
smaller group sessions where employees can build to their own conclusions and
feel ownership in how to implement.
Reinforce. It isn’t enough to explain the connection between your company’s

purpose and its strategy — and between that strategy and its execution — once.
You’ll need to repeat the message in order to increase understanding, instill
belief and lead to true change overtime. These reinforcing messages need to
come in a variety of tactics, channels, and experiences and I’ve highlighted some
approaches below. Ultimately, they serve to immerse employees in important
content and give them the knowledge to confidently connect to the strategy.
You’ll also want to integrate these messages with your training and your human
resource initiatives to connect them with employee development &
performance metrics. Recognize and reward individuals and teams who come
up with smart solutions and positive change.
22
Activity 1D checklist – for assessor
(Please circle)
activity?
(Please circle)
Comments
23
The learner’s
performance was:
Assessor’s name
Activity 1E
Objective To provide you with an opportunity to identify how to select techniques to
evaluate presentation effectiveness.
1. Provide three examples of techniques for evaluating a presentation and say
how you would use these.
There are many tools to help you evaluate the effectiveness of your
presentation. You can develop your own or select templates from a range
of sources including the internet, colleagues, books and publications and
organisational specific documents.
Evaluation techniques are also varied and may include:
 audience evaluation worksheets. These could be designed to

encourage participants to ‘rate’ particular aspects of the presentation
from poor to excellent.
 self-evaluation report or reflections. Often a presenter will write down
their thoughts immediately following the session whilst their feelings
are still fresh in their mind.
 self-assessment checklist. This may be as simple as asking yourself “Did
you...” for each segment or aspect of the presentation.
2. What questions can you ask yourself to self-reflect following a
24
presentation? Provide three examples.
 Did I mention all the points on the check list?

 Focused on the main objectives of the presentation?
 The public was attentive?
Activity 1E checklist – for assessor

25
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Assessor’s name
Activity 2A
Objective To provide you with an opportunity to identify how to explain and discuss
desired outcomes of the presentation with the target audience.
1. Provide three examples of pieces of information that ought to be shared
with the audience at the start of a presentation.
26
Before you start crafting one word of your presentation, you must get into
the head of each audience member. Although it’s important to understand
their demographics, psychographics, and what makes them toss and turn in
the wee hours of the night, it’s equally important to understand what they
believe about your message. Answer these three questions to dive into your
audience’s heads:
What do they already know about your topic?

What misconceptions do they have about your message?
What areas of your message will they resist?
2. Why is it important to let participants know about your expectations?

Summarise your answer in 100 words.
Provide audience with a discipline-specific context for the development and

assessment of group skills. This will help them understand the relevance and
function of group projects, activities or tasks in the course; they will also see the
advantages of group work, and be clear as to how group work contributes to their
achieving the course objectives.
The closer group tasks resemble authentic tasks, the stronger will students be
motivated to learn. You might begin by helping students identify the skills needed
in your field of study to work effectively as a group—what specific communication,
negotiation, conflict management, interpersonal and collaborative skills are
essential
27
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
28
Assessor’s name
Activity 2B
Estimated Time 3 Hours
Objective To provide you with an opportunity to use presentation aids, materials and
examples to support target audience understanding of key concepts and central
ideas.
This is a practical activity which you should perform in a simulated work

environment, under the direction of the assessor. You should also refer to
Activity 2C, as this is associated with the next activity.
Following on from the activities relating to Case Study A, you must put together
a short presentation on one aspect of your plans to deliver training on conflict
management and self-defence training. Time to research and put together a
training presentation with presentation aids, materials and examples (as
needed) is included in this activity time, but may be adjusted at the discretion of
the assessor.
Your one aspect must be applicable to the persons in the case study and may
include:
 Techniques to improve self-defence

 How to diffuse situations of conflict
 Working in a community environment
 Health and safety.
The learners might also decide to demonstrate some practical examples, if safe
and appropriate to do so in the environment. The presentation should last for
between 10-15 minutes, making use of presentation aids and materials as
necessary. This must be presented to a small group of persons (no more than
nine people) as representative of those in the case study.
A signed observation by either an approved third party or the assessor will need
to be included in these activities as proof of completion.
29
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
30
Assessor’s name
Activity 2C
Objective To provide you with an opportunity to monitor non-verbal and verbal
communication of participants to promote attainment of presentation
outcomes.
While delivering the presentation in Activity 2B, monitor the non-verbal and
verbal communication of participants to assess whether the presentation
outcomes are being attained.
In particular, you could consider:
 Do the participants seem happy to be there?

 Do they seem or look interested?
 Are they genuinely looking positive?
 Are they demonstrating positive body language?
 Are they responding to questions?
 Are they talking productively amongst themselves, when asked to do so?
Summarise your findings in no more than 250 words, and where relevant,
outline what changes could be made to your delivery approach as a pair in order
to better engage the participants.
31
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
32
Assessor’s name
Activity 2D
Objective To provide you with an opportunity to identify how to use persuasive
communication techniques to secure audience interest.
1. Identify the main characteristics of three of the following examples of body
language and explain their significance when delivering a presentation:
 Boredom
 Evaluation
 Chin stroking
 Ready for action
 Arm barriers
 Clenched fist
 Clasped hands
 Fingers in the mouth
 Both hands behind the head
 Openness.
2. Describe two persuasive communication techniques to secure audience

interest.
33
Activity 2D checklist – for assessor
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
34
Assessor’s name
Activity 2E
Objective To provide you with an opportunity to recognise how to provide opportunities
for participants to seek clarification on central ideas and concepts, and adjust
the presentation to meet participant needs and preferences.
1. In no more than 150 words, compare the advantages and disadvantages of
allowing questions to be asked during the presentation versus waiting for
them to be asked after the presentation.
2. What needs and preferences do you need to be aware of when adjusting a

presentation to suit the audience? Provide three examples.
35
Activity 2E checklist – for assessor
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
36
Assessor’s name
Activity 2F
Objective To provide you with an opportunity to identify how to summarise key concepts
and ideas at strategic points to facilitate participant understanding.
1. At what stages in a presentation should you check to ensure participants
have understood content? Provide two examples.
2. What actions can you take to ensure participants understand the concepts
in a presentation? Suggest four examples.
37
Activity 2F checklist – for assessor
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
38
Assessor’s name
Activity 3A
Objective To provide you with an opportunity to establish how to implement techniques
to review the effectiveness of the presentation.
1. Refer to Case Study B
In between 100-200 words, outline techniques Suzanne could implement to

improve the depth and amount of feedback she receives.
2. Identify four examples of assessment criteria which could be used to

measure the standard of a presentation.
39
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
40
Assessor’s name
Activity 3B
Objective To provide you with an opportunity to seek and discuss reactions to the
presentation from participants or from key personnel involved in the
presentation.
Engage in a communication with someone who attended your presentation in

Activity 2B (this should be facilitated with, or under the direction of, the
assessor). This may be a verbal or non-verbal communication.
Gain their feedback in relation to three different aspects.
Write down your findings, including the different points of feedback asked and
the comments that you received in response.
Note:
If communicating in writing, attach your communications as evidence of
completion. If performing a face-to-face communication, a signed observation
by either an approved third party or the assessor will need to be included for
this activity as proof of completion.
41
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
42
Assessor’s name
Activity 3C
Objective To provide you with an opportunity to identify how to utilise feedback from the
audience or from key personnel involved in the presentation to make changes
to central ideas presented.
1. Provide two reasons for altering the style or content of a presentation
following the collection of feedback?
Based on the feedback provided in Activity 3B, outline how you could make
changes to the central ideas presented. Summarise this in 100 words.
43
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Assessor’s name
44
Summative Assessments
The summative assessments are the major activities designed to assess your skills, knowledge and
performance, as required to show competency in this unit. These activities should be completed
after finishing the Learner Guide. You should complete these as stated below and as instructed by
your trainer/assessor.
Skills, knowledge and performance may be termed as:
 Skills – skill requirements, required skills, essential skills, foundation skills
 Knowledge – knowledge requirements, required knowledge, essential knowledge,

knowledge evidence
 Performance – evidence requirements, critical aspects of assessment, performance

evidence.
Section A: Skills Activity

The Skills Activity is designed to be a series of demonstrative tasks that should be assessed by
observation (by the assessor or third party, depending on the circumstances).
It will demonstrate all of the skills required for this unit of competency – your assessor will provide
further instructions to you, if necessary.
Section B: Knowledge Activity (Q & A)

The Knowledge Activity is designed to be a verbal questionnaire where the assessor asks you a series
of questions to confirm your competency for all of the required knowledge in the unit of
competency.
Section C: Performance Activity

The Performance Activity is designed to be a practical activity performed either in the workplace or a
simulated environment. You should demonstrate the required practical tasks for the unit of
competency and be observed by the assessor and/or third party, as applicable to the situation. If the
third party is required to observe you, you will need to make the required arrangements with them.
If necessary for the activities, you should attached completed written answers, portfolios or any
evidence of competency to this workbook.
45
Section A: Skills Activity
Objective: To provide you with an opportunity to show you have the required skills for this unit.
This activity will enable you to demonstrate the following skills:

Reading:
 Reviews and analyses documents to identify information relevant to a specific presentation.
Writing:
 Develops material to convey ideas and information to target audience in an engaging way.
Oral communication:
 Presents information using words and non-verbal features appropriate to the audience and
context
 Uses listening and questioning techniques to gather information required to develop or
modify presentations
 Interprets audience reactions and changes words or non-verbal features accordingly.
Interact with others:

 Selects and uses appropriate conventions and protocols to encourage interaction or to
present information
 Demonstrates sophisticated control over oral, visual and written formats, drawing on a
range of communication practices to achieve goals
 Recognises the need to alter personal communication style in response to the needs or
expectations of others.
Get the work done:

 Takes responsibility for planning, sequencing and prioritising tasks and own workload to
achieve outcomes
 Uses feedback from others, analytical and lateral thinking to review current practices and
develop new ideas
 Uses the main features and functions of digital tools to complete work tasks.
Answer the activity in as much detail as possible, considering your organisational requirements.
You will be producing a presentation to be delivered in a workplace or simulated work

environment. This topic must be relevant and address a specific issue as provided by the assessor,
with enough depth to warrant a presentation. For example, this could be explaining a new
initiative at work, ways to increase efficiency, fire safety protocols, educational content for work,
etc.
1. In relation to a presentation that you will be delivering, read and interpret any relevant
information that will inform you about the topic and the target audience. This information
should be provided by the assessor. Create a one page summary of all the key information to
include.
2. Using the information that you have developed, deliver a presentation within a workplace or
simulated environment to colleagues or fellow learners and the assessor. You must
demonstrate:
46
 The use of verbal and non-verbal communication
 Listening and questioning techniques in order to improve your delivery
 The ability to interpret audience reactions and change presentation delivery as required.
The presentation should last for approximately 10-15 minutes, with additional time allocated
at the end to welcome questions.
A signed observation by either an approved third party or the assessor will need to be
included in these activities as proof of completion.
3. During the delivery of the presentation, ensure to encourage and facilitate interaction with
participants and between participants through the following:
 The use of appropriate conventions and protocols

 The use of oral, visual and written formats
 Recognising the need to alter personal communication style in response to the needs or
expectations of others.
Upon completion, outline the actions you took in order to achieve this in 200 words.
4. How have you planned, sequenced and prioritised tasks into your own workload during the
development of the presentation? Answers should be approximately 100 words.
5. In between 100-150 words, explain how you have used digital tools in the development and
delivery of your presentation.
47
Summative Assessments: Section A checklist
performance as relevant to the summative assessment. Indicate in the table below if the learner is
deemed satisfactory (S) or not satisfactory (NS) for the activity or if reassessment is required.
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Assessor’s name
48
Section B: Knowledge Activity (Q & A)
Objective: To provide you with an opportunity to show you have the required knowledge for this
unit.
The answers to the following questions will enable you to demonstrate your knowledge of:
 Identifying information collection methods that will support review and feedback of
presentations
 Identifying regulatory and organisational obligations and requirements relevant to presentations
 Describing the principles of effective communication
 Describing the range of presentation aids and materials available to support presentations.
Answer each question in as much detail as possible, considering your organisational requirements
for each one.
1. Explain the use of two information collection methods that will support review and feedback
of presentations.
2. Refer to Case Study C
Identify three organisational obligations and requirements that Darren must follow when
delivering a presentation. Briefly outline why each one might be necessary.
3. What are the 6 Ps of presenting? Explain what this means.
4. Describe three presentation aids and materials available to support presentations.
49
Summative Assessments: Section B checklist
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Assessor’s name
50
Section C: Performance Activity
Objective: To provide you with an opportunity to demonstrate the required performance
elements for this unit.
This activity will enable you to demonstrate the following performance evidence:
 Prepare and deliver presentations related to occupation or area of interest which demonstrate
the use of:
o effective presentation strategies and communication principles
o aids and materials to support the presentation
 Select and implement methods to review the effectiveness of own presentation and document
any changes which would improve future presentations.
Answer the activity in as much detail as possible, considering your organisational requirements.
1. The participants should put together a 15-20 minute presentation for delivery in small groups
of 3-4. This should be related to their occupation or a common area of interest. The assessor
can also allocate presentation topics and objectives, if necessary. This may be conducted in a
real or simulated work environment, under the direction of the assessor.
The learners should:
 Communicate the desired outcomes to the participants (attendees)

 Design a presentation aid to be used in the session
 Include a dynamic opener, a solid body and content, and a closing statement that compels
the participants to act.
2. Select at least one method to review the effectiveness of your presentation and implement
the method. Based on the feedback, indicate how you could improve future presentations.
Summarise this in no more than 150 words.
51
Summative Assessments: Section C checklist
(Please circle)
activity?
(Please circle)
Comments
The learner’s
performance was:
Assessor’s name
52
Documentation – for learner
Documents Obtained Checklist [workplace, research or online (where applicable)]

To demonstrate and support workplace knowledge, workplace documents can be submitted to the
assessor or third party. Indicate in the table below the documents that have been provided. Please
refer to your trainer/assessor if clarification is required or if you have any further questions on what
you are able to provide or use.
Document name/description Document attached
Yes No (Please circle)
For RTO use only
Have originals or digital copies been supplied for the workplace Yes No (Please circle)
documents?
If not originals, have the originals been validated or checked? Yes No (Please circle)
53
Supplementary Oral Questions (optional) – for assessor
The below table is for you to document any supplementary verbal questions you have asked the
learner to determine their competency. For example, if you are unsure of their answer to a question
in the Learner Workbook, you may choose to ask them a supplementary question to clarify their
understanding of the relevant criteria.
Date of assessment
Question:
Learner answer:
Assessor judgement: Satisfactory Not Satisfactory
Question:
Learner answer:
54
Question:
Learner answer:
Question:
Learner answer:
Question:
Learner answer:
55
Feedback for the learner
Learner’s name
Assessor’s name
56
Competency record to be completed by assessor
performance as relevant to the overall unit. Indicate in the table below if the learner is deemed
competent or not yet competent for the unit or if reassessment is required.
Learner’s name
Assessor’s name
Unit Code
Has the learner completed all required assessments to a satisfactory standard? Yes No
(Please circle)
Has sufficient evidence and information been provided by the learner to prove Yes No
their competency across the entire unit?
(Please circle)
The learner has been assessed as competent in the elements and performance criteria and the
evidence has been presented as:
Yes No
Authentic
(Please circle)
Yes No
Valid
(Please circle)
Yes No
Reliable
(Please circle)
Yes No
Current
(Please circle)
Yes No
Sufficient
(Please circle)
57
Learner is deemed: Not yet competent Competent
If not yet competent, date for re-assessment:
Comments from trainer/assessor:
58

BSBCMM401 Learner Workbook V1.1 - Shortened Version - TMSS

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ASSESSMENT COVER SHEET

Family name Given name(s)

Student ID Trainer’s name

Class day/time  Cer IV B 1(Wed, Thu 08.30-16.30)

Course name Certificate IV in Business

Areas for improvement in this work

Academic support recommendations

 Address each question including any sub-points

 Demonstrate that you have researched the topic thoroughly

 Cover the topic in a logical, structured manner

 Presenting any work by another individual as one's own unintentionally

 Handing in assessments markedly similar to or copied from another learner

 Presenting the work of another individual or group as their own work

 Handing in assessments without the adequate acknowledgement of sources used, including

Recognised prior learning

 Product-based methods e.g. reports, role plays, work samples

 Portfolios – annotated and validated

 Third party evidence.

Third parties can be:

The third party observation must be submitted to your trainer/assessor, as directed.

An explanation of observations and demonstrations:

The observation will usually require:

 Performing a work-based skill or task

 Interaction with colleagues and/or customers.

A demonstration will require:

 Performing a skill or task that is asked of you

 Undertaking a simulation exercise.

The observation/demonstration will take place either in the workplace or the

The reasons to use a third party may include:

Third party details (required information from the learner)

Third party name: ______________________________________________________________

Position of third party: ______________________________________________________________

Telephone number: ______________________________________________________________

Email address: ______________________________________________________________

Declaration for nominated third party

Third party signature: _____________________________________ Date: ___________________

Case Study A – Conflict management

 Eight of the individuals speak fluent English, while one individual is of

 All employees have a good level of education

 All employees will sign forms agreeing to take part

 There is plenty of space to run practical exercises, although equipment will

Case Study C – Presentation regulations

He has been informed about the following organisational obligations and

 The presentation should be professional in nature and use language suitable

 Make sure that information is shared in a concise manner

Refer to Case Study A

Attach this to your workbook as evidence of completion.

The presentation will be made to demonstrate some self-defense tactics to

Personal Defense - What is it?

Self Defense - The Training

Activity 1A checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

stimulate your imagination?

2. Refer to Case Study A

 Who is the target group?

 What are their characteristics or needs?

 Where is the location and what space is available?

 What resources are available and required?

Activity 1B checklist – for assessor

Provide your comments here:

If not yet satisfactory, date for reassessment:

Auditory, Visual and Tactile

Third party signature: ___________________ Date: _